Not available / text

Not available / text

The major tenets of teacher pre-service education enumerated by John Baptist de La Salle, Founder of the Brothers of the Christian Schools in 1680, and modified and approved in the current documents of the General Chapter, were compared with current teacher pre-service education programs of selected Christian Brothers' Colleges in the United States. This study included an analysis of the philosophical and historical tenets of Lasallian pre-service teacher education, on-site field work, and interviews with educational leaders at selected Christian Brothers' Colleges. Four colleges were selected: Manhattan College, Bronx, New York; La Salle College, Philadelphia, Pennsylvania; Lewis University, Lockport, Illinois; and St. Mary's College of California, Moraga, California. The college catalogues, accreditation reports where possible, and any other published documentation on the teacher pre-service education programs provided by the selected colleges and Provincial and General Chapter Guidelines were subjected to content and descriptive analysis. Field collected data from the observations and scheduled interviews were subjected to content analysis by categories and placed in juxtaposition with the Lasallian tenets and philosophy of teacher pre-service education. The data were subjected to a balanced comparison, indicating equivalency, or a descriptive comparison, indicating no equivalency (Noah and Eckstein, 1969). According to the analysis of data, there is some correspondence between the Lasallian tenets of teacher preservice education and the current programs of teacher preservice education at the selected colleges in the areas of professional education and certification requirements. The Brothers receive a different training in their pre-service teacher education programs. These Brothers receive course work in the life and pedagogy of John Baptist de La Salle. Lay teachers at the selected colleges receive no training in the philosophy, methodology, and spirituality of John Baptist de La Salle. At present, little effort is being made to educate teachers for Catholic schools and particularly for schools conducted by the Christian Brothers. Implications were discussed and related to the design and conclusions of the study. Recommendations were made for further study.

The current educational reform movement mirrors reform recommendations of the past fifty years. The response of institutions of higher education to these recommendations has been limited. Some attribute this poor record to a variety of factors including a lack of understanding of the process of change, a lack of understanding of the complexity of organizations, a failure to address the constraints inherent in systems of higher education, and a failure to address the cultural characteristics of schools, colleges, and departments of education. There are a limited number of studies of teacher education as it attempts to respond to calls for reform. Studies incorporating multiple perspectives, various systems levels, and a variety of theoretical frames are even more limited and yet organizations can best be understood when consideration is given to the complex interacting forces that go to make up the systems. This study examined one state system of higher education's attempt to strengthen the preparation of teachers. It incorporated multiple perspectives by utilizing four theoretical frames to provide a focus on the changes at the various system levels. The structural, political, human resources, and symbolic frames were incorporated and reflected by the formal power structure, the informal power structure, the attitudes, and the organizational culture(s). The failure of some levels of the organization to utilize a multi-frame perspective and the resulting implications for change are addressed. This study found that the formulation of policy is an interaction of organizational structures, politics, and individuals. The culture of a given organization gives meaning to the way the organization addresses change, how individuals play both their formal and informal roles, and determines, in significant ways, the potential for substantive change.

This investigation was designed to aid in the development of a teacher preparation program for alternative teachers. A "Theory of Intersubjective Personal Relationships" was established and utilized throughout the study. The theoretical framework was formulated from a series of concepts derived from the literature of social psychology to guide in collecting and reporting the data, as well as constructing a teacher preparation program for alternative schools. The framework consisted of four key words: (1) choicing, (2) awareness, (3) acceptance, and (4) sharing. The focus of the investigation was concerned with the intersubjective relationships as related to alternative students and their teacher. The case study approach grounded in ethnography and existentialism, was employed in gathering and reporting the data. It permitted the investigator to observe, interact, and record the multiple phenomenon. The investigation focused on the "in school lives" of five alternative students and their teacher. Each of the five students in her/his personal school relationship became the subject of a case study. The investigator, as participant observer, was the instructor of each of the five students. The teacher maintained records of the various interactions with the students. Moreover, she had available documents such as diaries, term papers, journals, and other student-produced artifacts. The case studies were presented using the theory of intersubjective personal relationships. The presentation of each case was organized using the four terms of the theory. Each case was presented to demonstrate at least one of the theoretical behavioral concepts. The resulting data were recorded and analyzed according to the four behavioral concepts. A proposal for a teacher preparation program for alternative teachers was developed from the case studies. The program featured the following provisions: (1) alternative high school student consultants, (2) the study and discussion of the theory, (3) the opportunity to operationalize the theory, (4) the opportunity to develop and understand "support networks," (5) the opportunity to meet, consult, and work with community representatives, (6) the opportunity to maintain diaries and develop other records of experiences, and (7) the opportunity for daily meetings to interact and operationalize the "Theory of Intersubjective Personal Relationships."

This research was encouraged by the tremendous demand for teachers. Two million new teachers will be needed in the United States over the next decade. The teacher shortage has school administration, school boards, education agencies, and institutions of higher education investigating how to train and retain more teachers. Alternative certification programs have been developed to address the teacher shortage. This study examined the effectiveness of traditionally and alternatively certified teachers in two separate programs with regard to their self-efficacy, perception of their training, and their ExCET scores. Traditional candidates (10) and alternative candidates (74) were examined using survey research. According to this data on self-efficacy, perception of training, and ExCET passing rates, there is no significant difference between those teachers who receive traditional training and those who are trained in alternative certification programs.

This study is concerned with the problem of providing a program of formal advising for aiding elementary education majors in their selection of an academic area of specialization. .

The purposes of this research were to determine (1) the extent to which faculty are employed by the types of institutions from which they earned their doctorates in the United States, (2) the extent to which faculty have higher professional rank at employing institutions tat are the same type of institutions as those from which they earned their doctorates, (3) the extent to which female faculty are employed by the types of institutions from which they earned their doctorates, (4) the extent to which female faculty have higher professional rank at employing institutions that are the same type of institutions as those from which they received their doctorates, and (5) the extent of variability across academic disciplines in which faculty are employed by types of institutions from which they earned their doctorates. An exhaustive review of the literature on academic lineage was used to develop this research. All stratified random sample of 260 institutions from 2,873 colleges and universities was selected by Carnegie Foundation classification categories. Institutions were selected at random until the number of faculty members in each category corresponded to the estimated national distribution of faculty across Carnegie classification categories (n=3,940). The analyses revealed that the majority of faculty (74%) employed at all types of higher education institutions obtained their doctoral degrees fromresearch I institutions. Professional academic rank is an interaction between doctoral-granting institution and employing institution combined with gender. Male faculty are following the traditional "trickle down" theory of academic lineage while women faculty appear to be charting a different career path. Another unique finding was that there was not significant variability in the findings across academic disciplines. Academic success is a complex phenomenon that is not singularly explainable by academic lineage. As more women are entering into the academic ranks of higher education, changes in academic lineage are beginning to appear. The inflexibility and segmentation discussed in previous research is undergoing subtle but statistically noticeable modifications.

The main aim of this study is to review critically the changing nature, role and status of the history of education as a field of study in teacher education courses in South Africa, Britain and the USA. While the British and American situations have had direct influence on the theory and practice of the history of education in English language universities in South Africa, this influence has been shaped and modified by local circumstances, significantly so since the education crisis of 1976. The study seeks to clarify several fundamental questions about the history of education, including its relationship with other fields of educational study and its place in the intellectual preparation of teachers. Such questions are examined in the general contexts of the British, American and South African historiographies of education as well as in the context of the teacher education curriculum as it is shaped by the acid-political context. In the three countries being studied, teacher education has become a matter of urgent concern. One result has been a rethinking of the place of educational theory, which inevitably involves a reconsideration of the place of history of education.

With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study. / by Barbara Perez. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.